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Self-adaptive systems can autonomously adjust their behavior in response to environmental changes. Nowadays, not only can these systems be engineered individually, but they can also be conceived as members of a family based on the approach of dynamic software product lines. Through systematic mapping, we build on the identified gaps in the variability management of self-adaptive systems; we propose a framework that improves the adaptive capability of self-adaptive systems through feature model generation, variation point generation, the selection of a variation point, and runtime variability management using deep learning and the monitor–analysis–plan–execute–knowledge (MAPE-K) control loop. We compute the permutation of domain features and obtain all the possible variation points that a feature model can possess. After identifying variation points, we obtain an adaptation rule for each variation point of the corresponding product line through a two-stage training of an artificial neural network. To evaluate our proposal, we developed a test case in the context of an air quality-based activity recommender system, in which we generated 11 features and 32 possible variations. The results obtained with the proof of concept show that it is possible to manage identifying new variation points at runtime using deep learning. Future research will employ generating and building variation points using artificial intelligence techniques. [ABSTRACT FROM AUTHOR]

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Software product lines facilitate the industrialization of software development. The main goal is to create a set of reusable software components for the rapid production of a software systems family. Many authors have proposed different approaches to design and implement the components of a product line. However, the construction and integration of these components continue to be a complex and time-consuming process. This paper introduces Fragment-oriented programming (FragOP), a framework to design and implement software product line domain components, and derive software products. FragOP is based on: (i) domain components, (ii) fragmentations points and (iii) fragments. FragOP was implemented in the VariaMos tool and using it we created a clothing stores software product line. We derived five different products, integrating automatically thousands of lines of code. On average, only three lines of code were manually modified; which provided preliminary evidence that using FragOP reduces manual intervention when integrating domain components. [ABSTRACT FROM AUTHOR]

Combining goal-modeling techniques with constraint programming provides the means to identify the variants best suited to the environmental contexts that a self-adaptive software system might encounter at runtime. The Web extra at http://youtu.be/q-oheenSq2E is a slide show demonstrating the deployment of GridStix sensor nodes in wireless sensor network to provide flood warning on the rivers Ribble and Dee in England and Wales, respectively. [ABSTRACT FROM PUBLISHER]

Active learning comprises any process in which students are actively engaged in building understanding of facts, ideas, and skills through instructor-directed tasks and activities undertaken mainly during classes. In this paper we presented results from a comparison of two active learning strategies to teach the agile Scrum framework in the context of an introductory software engineering course. The comparison was carried out through a quasi-experiment in which participants were divided into two groups. The first group used the strategy of active reading on basic concepts of Scrum, while for the other group a game was used; representing two teaching strategies for active learning. The results gave indications at the population level that there are significant differences in the concepts learned by the members of both groups and ratifies the use of active learning strategies to teach Scrum. The results provided empirical evidence indicating that using various active learning strategies facilitates the retention and appropriation of concepts related to Scrum and offer teachers a point of reference about the effectiveness of these two strategies of active learning to teach Scrum concepts. [ABSTRACT FROM AUTHOR]